Spatial Measurement in the 2018 and 2024 Primary School Mathematics Curricula: An Analysis within the Framework of Learning Trajectories

Authors : Mehmet Güzel, Ayşe Asil Güzel

Pages : 1106-1143

Doi:10.14812/cuefd.1620112

View : 107 | Download : 137

Publication Date : 2025-12-31

Article Type : Research Paper

Abstract :The aim of this study is to comparatively examine the learning outcomes related to length, area, and volume measurement in the 2018 and 2024 elementary mathematics curricula within the framework of learning trajectories. This study is a document analysis by nature, utilizing the 2018 and 2024 elementary mathematics curricula as the primary sources. The learning outcomes related to spatial measurement in the curricula were descriptively analyzed based on learning trajectory levels. Findings from the descriptive analysis indicate that the chronological order of learning outcomes in both curricula generally aligns with the hierarchical sequence of learning trajectory (LT) levels in spatial measurement instruction. However, it was observed that the 2018 curriculum includes a greater number of spatial measurement outcomes and progresses from lower-level to more advanced skills in accordance with LT levels. In this context, the 2024 curriculum lacks certain key intermediate levels in length measurement, while the learning outcomes in area and volume measurement cover a narrower range of LT levels. Consequently, the 2024 elementary mathematics curriculum demonstrates a noticeable simplification in spatial measurement instruction. Based on these findings, recommendations have been provided for researchers, policymakers, and educators.
Keywords : Matematik öğretim programı, uzamsal ölçme, öğrenme rotaları.

ORIGINAL ARTICLE URL